Reflection

Reflecting has always been a strong suit of mine. I gain very valuable insight from reviewing things I've done and observed. Thus, I choose this assignment as a way of processing what I had learned about the curriculums and thinking through the methods in which I agreed. As seen through my previous posts, I feel a strong connection with the Montessori method, though I feel the classroom warmth could be increased. I also appreciated aspects of Waldorf, in the constant song and attunement with the natural environment. Though difficult, I feel emergent learning is most beneficial to the students, following their interests and catering the lessons to their needs.

This course has been so beneficial to me. Going in, I didn't even know what a curriculum was, much less that there are so many different methods! It gives teachers an option and opportunity to teach in the method they most agree. I used to think all teachers were forced into following the behaviorist ways, and I was going to try my hardest to adapt the CCSS to fit every learning style. Though I will probably still have to do this when starting out, I feel reassured knowing there are other ways out there. Once I get experience and prove my worth, I can find a school with a similar philosophy to my own and have the perfect job! I have a renewed sense of hope for the teaching profession and student's perception of education. It starts with informing teachers, then informing the public. Once the facts and evidence has been presented, we can look to a brighter tomorrow. A time when all students are treated as individuals and educated uniquely to their learning style. This class is just the beginning. We can make it happen!

What if I can't find a job?!

One of the things I am really worried about in the future is not being able to find a job in an environment I enjoy. We are learning about all of these awesome curriculums and alternative ways of learning, but I worry that these will not be prevalent in the workforce. Or the places that do support these curriculums will not be accepting of a first year teacher. I was going back and forth about whether or not to go on for additional certification in Montessori, but after being in graduate school a year with one more to go, I have decided against the additional schooling for the time being. I would love to be able to mash together all of these wonderful curriculums, similar to ECDC, putting together the aspects I like. In order to do that, I need to find a like-minded school or a flexible principal willing to take a chance on a young mind. I fear I will be forced to follow the job and teach using the behaviorist ways I so much despise. I try to stay positive, thinking everything will work out for the best, and I know it will in the end, but sometimes it is hard not to worry. If placed in a behaviorist school, I fear I will grow to hate teaching.

All of that is a year away. Worrying, in general, is a pointless act. I just need to stay positive, enjoy learning the alternative methods, and hope that the perfect school for me will present itself in time. Until then, I will become the best candidate I can be, learning as much as possible about every teaching method, in hopes of winning the hearts of every principal I interview with when the time comes.

Assignment Impact

The other assignments I chose for this course have really helped me to better understand the curriculums and nitpick my personal teaching philosophy. In turn, this assignment has given me an outlet to reflect and think through my opinions of what I have learned and observed. The other assignments I chose were to observe 3 different curriculum models and to write a book review. As I've previously discussed, viewing the Waldorf and Montessori methods was extremely beneficial and inspiring! I've set a goal to eventually open my own preschool that combines aspects of the two methods into my idea of the perfect preschool! I have not yet had a chance to write my book review, but I have completed the book, so I'm going to take this time to state my perspective of it.

I read The Last Child the Woods by Richard Louv. It discussed how far education has gotten from outdoors and the importances of children having a connection with nature. I am a firm believer of outdoor play time, so this read only enhanced my thoughts. There were a few points that really struck a chord with me. One of them was the benefit of nature on children with ADHD. Children are increasingly becoming diagnosed with ADHD at the same time schools are taking away recess. What the school systems do not realize is that merely being in the presence of nature calms the soul. Not to mention being allotted time to run and explore freely, expelling excess energy. On top of that, the students are learning about their natural habitat's the flora and fauna. The medical benefits of nature were not something I had previously thought about, so I felt this a valid point worth further discussion.

I am a vegetarian and firm supporter of animal rights. Thus, I have always hated hunting and fishing, as it does harm to the animals. In the book, Louv discusses hunting and fishing as a way to connect with nature. In doing the acts, people are not only spending time out in nature, but they must become the animal. They use their senses to observe and learn the land. They are also helping with population control. Hunting and fishing are also excellent ways to introduce children to the life cycle and teach them about death. Getting meat in such a natural way, all elements of the animal are used, making the death worthy. After reading the book, I realize hunting and fishing are not bad. I may not partake, but I no longer think others that do are hurting the environment. They are actually helping it and learning along the way.

I've learned many other things from the book, I will discuss further in my upcoming book review. I've always felt using the outdoors as a teaching material would be beneficial to the students, the book gave me proven facts to that assumption. I will definitely be looking further into activities that can be done outside and ways to incorporate all subjects into outdoor learning. Again, reading this book allowed me to reflect on my own opinions, growing them stronger and even offering up a new perspective.

New Found Passion

My perception of curriculum has changed drastically since the beginning of the course. I honestly did not even know what a curriculum was! I knew only one way of learning and thought that was it. I grew up in public school, the traditional method of lectures, positive/negative reinforcement, and tests. I had very few classes and teachers I enjoyed. I decided to go into Early Childhood because I felt you gave the most creative flexibility. I wanted to have a class of students who actually enjoyed coming to school and were engaged by hands-on teaching. I planned to revolutionize education. Little did I know, it had already been done!

Reggio Emilia, Multiple Intelligences Theory, Montessori, Waldorf, The Project Approach, Bank Street, Creative Curriculum! These methods have recognized that not all students learn the same way and are pushing to change the traditional teaching model. This class has truly been an inspiration and lit a flame in me as an educator. One of my biggest fears in going into teaching was the monotony. After taking this class, and learning about all of the teaching styles and possibilities, I have a new found passion for the field of education! I have long term goals and a vision! This dream world I've created in my mind might actually exist and I feel driven to find a school with a similar teaching philosophy to my own! I realize it may not happen immediately, but every job I have will lead me closer and closer to my teaching eutopia. I am so thankful to have been introduced to the different curriculums, to realize there is more to teaching than the behaviorist ways, and really experience education in a whole new light!

Initial Assumptions v. Gained Knowledge

Learning more about the different curriculums has definitely changed my perception of each. I had done lots of research on the Montessori method, but did not realize the importance of a site visit until my observation. It was neat to see a lot of the information I had gathered put to action, but it also taught me a lot about the students interactions and teacher's role. I knew that each class had multiple grade and age levels, but seeing interactions between younger and older kids really emphasized its purpose. The older kids help the younger kids with misunderstanding of their work, and in turn are benefitting by displaying mastery of the topic through teaching. It teaches kindness and compassion for their peers. I also realized the teacher is less of a power figure and more an equal with the students. This was not something I had learned through my research. The teacher constantly asks the students how they are feeling about their work, what they did during the day, and ways the day could be made better. Beyond asking, the teacher really takes into account what the student is saying, making them feel heard and their opinion valued.

All I had known about the Waldorf curriculum was that it did not incorporate technology until high school and was seen as being a very alternative method. Coming into the observation with a relatively blank slate, I was able to discuss the method with the teacher, a woman very practiced and passionate about Waldorf teaching. Here from someone passionate about the subject give whole new meaning to the knowledge. She described the natural rhythm of life the school incorporates in their daily activities. The whole method and environment is very natural, staying true to the Earth and only using what it provides us. Going in knowing the school was considered a "hippy school," I thought I would feel very comfortable, as I consider myself "hippy-like" in many ways. There were aspects of the day I really appreciated, like the incorporation of music and natural materials, but I also felt out of place listening to the words of the songs and pre-meal prayers. Witnessing their daily routine taught me more about the curriculum than I could ever have imagined. It is hard to put the Waldorf method into words, but after observing, I feel much more informed about their ways.

I have learned so much about the different curriculums! Beyond that, I've learned there ARE different curriculums! Growing up in public school, I did not realize there were so many diverse option for teachers and students with different learning styles. More than learning about the specific curriculums, I feel hope from learning that public school's behaviorist ways are not the only approach to teaching. There are curriculums out there that match my personal teaching ideals and I have enjoyed getting to know more about them!

Spring Break

When my plans fell through for spring break, I was disappointed to not be making the most of my time off. I love going home and seeing my family, but a whole week without plans is just boring! It was then I decided to spend that time off to observe some alternative methods of teaching! I think observing and volunteering in a class is the only way to truly understand the method. I will be spending a day at Emerson Waldorf in Chapel Hill with the pre-k class; a day at Omni Montessori observing 2 primary classrooms, 2 lower elementary classrooms, and 2 upper elementary classrooms; and a half day at Ivybrook Academy, a preschool with similar philosophy to ECDC.

I don't know much about Waldorf, but from what I do know, it sounds right up my alley! Any school that has a "morning garden" time sounds wonderful to me! From the pictures, the materials seem very natural and basic, allowing for more imagination and use of the "loose parts" theory. It also encourages creativity, which seems to be disappearing in public schools. I feel school's primary purpose should be to prepare the child for real life. Through weekly activities of baking, painting, and gardening, Waldorf seems to do just that!

Montessori also emphasizes real life preparation. I am thrilled about finally observing a Montessori class because I have been studying the method for about a year. There is only so much a visual learner can gain from readings, and I think observing will be the final step to my complete understanding of the method. One of my favorite things about Montessori is the child's independence. It is the first step to developing confident, strong individuals. Though I do not intend on pursuing upper elementary classes, I am still interested in observing how the method has been adapted to the higher grades.

Ivybrook, I do not know much about. It is very close to my parents house, yet I didn't even know a school like this existed in my vicinity. Reading the philosophy, the school incorporates aspects from Reggio Emilia, Montessori, and the Multiple Intelligences theory. It sounds very similar to ECDC and I can't wait to compare the two. I am also interested in seeing how the Multiple Intelligences play into the day-to-day routine. I love the theory and feel it is important to acknowledge different learning styles, but I am curious how it will be played out and how the intelligences are discovered.

My main problem with the teaching methods I find most interesting is that they all require additional certification. I went into teaching thinking I would become certified in a more specified field after finding a school I loved. Now, I'm worried that the schools I love won't hire me without the specific certification. That is extra money and time I don't have, but at the same time, I don't want to be unhappy at my school. I'm very torn by that. For now, I will enjoy being in a field I actually enjoy studying! What began as a spring break bust, has developed into an exciting learning opportunity!

Critical Incident

Out of my entire academic career, one moment sticks out as being the most significant and effecting of who I am. I want to preface by stating that my elementary school was wonderful! I had fabulous, interactive teachers and generally loved going to school. The school I attended, though public, was very academically advance, ranking one of the highest in the state. That being said, by fifth grade, many of the students were reading at an advanced level. As I understand now, in order to better serve each students need, the teacher separated the class into reading groups. Though it was not defined, it was obvious that one group was the fast group and one group was the slow group. The fast group was to leave the class and read in the hall. Everyone sat at their desks hoping their name would be called, hoping to be considered a "smart" student. Out of a class of 28, only eight students remained in their seat. I was one of them. I was in the slow group. I knew my reading was lower than par and that I probably would've struggled and embarrassed myself in the more advanced group, but I still felt humiliated at being amongst those who were slow readers.

I remember that moment as labeling myself "dumb". Through middle school, high school, and even college, I was reluctant to speak up in class in fear of being incorrect. I remained a slow reader and taught myself ways to achieve in school without doing the reading assignments. My academic and personal confidence was very low and though I did my best at school, I never expected greatness. To this day, I am still a very slow reader. After years of contemplation, I finally realize it is not completely my fault. Though not medically diagnosed, my parents and I agree I have a mild form of dyslexia, as well as having a horrible astigmatism. Graduate school has continued to be a struggle when it comes to the amount of reading, but I am very passionate about my studies, which has reversed my academic confidence and ability to speak up in class.

Though long ago, that one moment back in fifth grade has defined who I am and posed as a personal challenge throughout my life. In turn, I've learned many things from that experience that will benefit my teaching. First of all, I will never group kids according to academic status. I feel students should be striving to achieve their personal best rather than being compared to others. Secondly, just because a student is struggling in class does not mean they are not trying. I need to give each student an equal amount of support and help them feel confident in who they are as a student. Thirdly, I realize my teaching decision have potential to positively or negatively affect a student's life. I need to remember that throughout my teaching career and be conscientious in my planning. As with our assumptions, our varying life experiences have taught us many things we will use to improve our teaching. I see now, that event happened for a reason. It was a learning experience that I will now use to be the best teacher I can be.

Assumptions

Assumptions is a very delicate topic. Labeling, in any way, comes across as negative, whether intentional or not. One thing often overlooked when stating assumptions and stereotypes is how they were formed. For a stereotype to be developed, there had to be a large group of people demonstrating the characteristic, making it true. This is not to say stereotypes are accurate or describe everyone of a certain category, but they were at some time and place a real characteristic grouping. Assumptions, on the other hand, are different. Assumptions were built off of personal experience and knowledge. Assumptions are formed from hearing stories, meeting individuals, being exposed to media, all sorts of ways. That being said, we are often hesitant to discuss our assumption with fear of exposing a negative part of our life.

In class, we spoke about disability, financial, and racial assumptions. The discussion was focused on general assumption, labels we had all heard and knew were acceptable to announce. Even then, the conversation was very guarded and uncomfortable. No one wanted to hurt each others feelings, or come off as an awful person, so they stuck to general ideas. In reality, all of our assumptions would be different, because we have all lived vastly different lives. I was going to list my personal assumptions below, explaining how I gathered those assumptions through my life. In doing so, I realized how ignorant and self involved I sound. Instead, I will brainstorm ways to overcome the assumptions I have formed, in hopes of becoming a better teacher and better person.

-Put yourself in others' shoes
-Realize everyone is doing the best they can
-Learn as much as you can about those surrounding you in order to better understand their life
-Realize everyone is different and unique
-Try to see the best in everyone
-Realize life situation does not define a person
-Treat others as you would like to be treated
-Realize everyone is equal

The 3 T's

I struggle with describing my world view. I always thought I believed in Transformational teaching, giving children the freedom and independence to figure things out on my own. As I've been in the classroom, I've noticed myself taking more control than I would like. I'm not to the point of Transmission, delivering information, but I currently rest in a Transactional position and I can't decide whether or not I am content with that.

My schooling has primarily been through Transmission, very lecture heavy and test driven. I think the main reason I have not been able to become a Transformational teacher is because of my past. I am duplicating what I know and have experienced. Transactional teaching is the halfway between what I know and what I want to become, halfway between my past and future. It is representational to where I am in life. All of a sudden, it's becoming clear! Transmissional learning was my past, Transactional teaching is my present, and Transformational teaching will be my future. It's a progression I am working through as I grow as an educator. Fitting with my Transactional status, I need goals to stay driven and active. One of my goals in teaching will be to become Transformational, gaining the trust to let the students guide their own learning.